Factors influencing implementation of team-based learning in health sciences education.

Full Abstract

BACKGROUND: Limited studies have looked at factors that lead to successful implementation of team-based learning (TBL). The purpose of this study was to identify contextual factors associated with implementation of TBL with a larger pool of individuals. METHOD: The authors administered a questionnaire who had implemented TBL via the Web to participants who attended TBL workshops; 297 of 594 responded. We used the constant comparative method to analyze responses. RESULTS: Analysis revealed five factors important to successful implementation of TBL: buy-in, expertise, resources, time, and course characteristics, with 60%, 38%, 37%, 36%, and 16% of respondents identifying each factor, respectively. CONCLUSIONS: When health science faculty and administrators implement TBL or other educational innovations, they must have buy-in, ensure adequate time and resources, develop needed expertise, and determine best fit within a course. Although these results are specific to TBL, they are consistent with models of dissemination and have implications for other educational innovations.

Author information

Author/s: Thompson, Britta M (BM); Schneider, Virginia F (VF); Haidet, Paul (P); Perkowski, Linda C (LC); Richards, Boyd F (BF);

Affiliation: Office of Curriculum, M301, Baylor College of Medicine, Houston, TX 77030, USA. brittat(-atsign-)bcm.edu

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Academic medicine : journal of the Association of American Medical Colleges (Acad Med), published in United States. (Language: eng)

Reference: 2007-Oct; vol 82 (issue 10 Suppl) : pp S53-6

Dates: Created 2007/09/26; Completed 2007/11/01;

PMID: 17895691, status: MEDLINE (last retrieved date: 2/18/2009)

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